The Power of the Pen Introduction
Welcome to the "Power of the Pen" persuasive writing unit!
Background: This unit was designed for an 8th grade language arts class. This unit can be used within a classroom, or it can be used as an independent study. Using the CCSS, this unit can be modified to meet the needs of other grade levels. Connecting persuasive techniques with persuasive writing allows for students to connect our society with our classroom activities. The intended audience is important in persuasive writing because we need to tailor our argument to persuade them.
Outline: In this unit, students will work through the following writing process.
- Key vocabulary and practice
- Analyzing examples of persuasion
- Analyzing intended audience
- Guided practice of building an argument and persuasive letter writing
- Brainstorming for their own topics and hot issues today
- Building their own arugment using ethos, pathos, and logos
- Peer edit classmates' work using the assignment rubric
- Edit, revise, publish, and reflect on their own persuasive letter
CCSS: THe main standards this unit will address: W8.1, W8.1A, W8.1B, W8.1C, W8.1D
For the Teacher
Introduction and Vocabulary:
Objective: In this section, students will understand the key vocabulary for this unit.
CCSS: W8.1A Acknowledge and distinguish claims in persuasive pieces.
- Persuasive writing
- Ethos
- Pathos
- Logos
Tips: You can have students watch videos individually or as a whole group to create a classroom discussion. Discussion questions for the two print advertisements are included below the pictures.
For the Student
Introduction and Vocabulary
Where do we see persuasion in our everyday lives? Why is it important to learn the "art of persuasion"?
Look at the following advertisements and think about the questions that follow.
Advertisement 1: Gatorade
Why is Gatorade using a picture of Michael Jordan in their advertisement? Is he drinking gatorade? What are they trying to imply?
Advertisement 2: Covergirl
Why is Covergirl using Taylor Swift in their advertisement? What is Covergirl implying by this advertisement? Do you think Taylor Swift uses Covergirl?
Activity:
After looking at the two examples, let's explore the similarities you noticed.
Step 1: Background knowledge: Watch the following video that introduces the key words in this unit.
Step 2: Take notes: Use this Slides Presentation to complete the Persuasion Vocabulary Notes form.
Persuasive Writing “The Art of Persuasion”
Step 3: Reflection: Make a comment and find an advertisement picture that uses one of the three techniques. Link a picture of the advertisement to the comment, and then explain how it uses either Ethos, Pathos, or Logos.
Analyzing Persuasion in our Society
For the Teacher
Analyzing Persuasion in our Society
Objectives: Students will understand that the persuasive techniques they will be using go beyond writing within a classroom setting.
CCSS: RL8.4 Analyze the impact of certain words choices on meaning and tone.
- Students can work through the videos on their own or whole group.
- You can use a guided analysis for students to take notes on each video.
Tips: Remind students of the proper way to comment and collaborate on eachothers' work.
For the Student
Analyzing Persuasion
Ethos, pathos, and logos were explained by Aristotle as the key modes of persuasion. For more information on these three modes of persuasion, visit the Wikipedia page that focuses on defining these three principles.
Activity:
Step 1: Analysis
Do you think these three modes of persuasion really work? Look at the following advertisements.
Advertisement 1: Allstate
Advertisement 2: Coke
Advertisement 3: Colgate
Step 2: Reflection: Make a comment and choose one of the three advertisements. Explain how they used the modes of persuasion, and then give us your opinion. Did the creators of these advertisements do a successful job using the modes of persuasion?
Step 3: Collaborate: Comment on at least two other classmates' comments. Do you agree with their post? Did you find something different?
Exploring the Art of Persuasion
For the Teacher
Exploring the Art of Persuasion
Objective: Students will be able to determine the intended audience of advertisements.
CCSS: RL8.3 Analyze how particular lines of dialogue or incidents in a advertisement provoke a decision.
- As a whole group or in small groups students can review author's purpose.
- Identify that the author's purpose is to pursuade.
- To review, discuss current commericals and topics to analyze intended audience.
TIPS: Have students reflect on the results of the Google Form. Students can see how their options compared to their classmates' options. Again, review the guidelines for productive peer comments.
For the Student
Exploring the Art of Persuasion
Target audience refers to the specific group of people an author is trying to persuade. It is important to determine the target audience when planning for persuasive writing.
Let's Review!
When writing or creating something, we all have a purpose. Author's (of written work, print advertisements, or videos) all have a specific reason for creating their work.
P (to persuade)
I (to inform)
E (to entertain)
Examples:
- Do you and your parents find the same TV shows entertaining? Would your 3 year old sister be persuaded to do something for no homework for a week?
The intended audience of all forms of work is important. When determining the intended audience, authors look at a variety of factors.
- Age
- Gender
- Location
- Interest
- Connection to Author
Activity:
Step 1: Determine the indended audience: Complete this Google Form activity.
Step 2: Reflection: Comment and choose (and link to your comment) a print advertisement and explain the author's intended audience using the following criteria. Explain whether you think the author successful persuaded their audience or not.
- Age group
- Gender
- Location
- Interests
Step 3: Collaborate: Comment on at least two other reflections. Explain whether you agree with their analysis or you would say it was different.
Persuasive Writing Practice
For the Teacher
Persuasive Writing Practice
Objective: Students will practice building an argument and using their voice in their reasoning.
CCSS: W8.1B Students will support claims with logical reasoning, relevent evidence and accurate sources.
- Go over the organization of the graphic organizer.
- Explain that A.C.E. for each reason stands for:
- A: Answer: State your reason
- C: Cite: Use evidence from an outside source to support your reason.
- E: Explain: Explain how your evidence supports your answer. Use you voice!
Tips: If possible, read the reasons for the pros and cons of year round school together. Have students discuss the concept before choosing a side. Then, do a sample outline together if the students are confused how to begin.
For the Student
Persuasive Writing Practice
Prompt: Your principal has to decide whether or not to change the school calendar next year. She has been thinking about changing the school year to a "year-round" model. In both the traditional model and the year-round model, the number of school days is the exact same. She is looking for some of the students' thoughts on the topic. However, in order to persuade someone of something, you need specific evidence and you need to use all three modes of persuasion.
Follow the steps in the Activity to organize your practice persuasive letter.
Complete this Persuasive Letter Graphic Organizer to help you organize your thoughts.
Activity:
Step 1: What side are you on? Look at the research below and decided whether you think year-round school or the traditional model is better.
Step 2: Know your audience! For this activity your audience is pre-determined. However, think about how you will use the three modes of persuasion to actually convince your audience.
Step 3: Build your persuasion! Highlight and explain three strong reasons for your audience to believe your position on the topic! This is where you really focus on using ethos, pathos, and logos to strengthen your argument.
Step 4: Comment/Peer Review: Attach your Persuasive Writing Graphic Organizer to the comment box. Comment on at least two classmates' graphic organizers and help them develop their arguments.
Guided Persuasive Letter Writing
For the Teacher
Guided Persuasive Letter Writing
Objective: Students will practice the structure of a formal persuasive letter.
CCSS: 8.1D Students will establish and maintain a formal persuasive writing style.
- Make sure students look at the writing sample.
- Review the rubric before students begin writing their sample rough draft.
Tips: Read through and evaluate the sample together for students to review and understand the rubric.
For the Student
Guided Persuasive Letter Writing
Activity:
Step 1: Revise your ideas: Look back at your Persuasive Writing Graphic Organizer and make any changes that will help strengthen your persuasion.
Step 2: Draft: Begin to draft your persuasive letter using your persuasive writing graphic organizer. Use this Letter Format as your structural guide.
- Click here to see a sample letter.
Step 3: Comment/Peer review: Submit your sample letter to this post, then peer review at least two of your classmates' posts using the following rubric. Give honest feedback so your classmates can revise and edit their work.
Brainstorming and Planning
For the Teacher
Brainstorming and Planning
Objective: Students will brainstorm topics and evaluate sources to support your claim. Students will organize their argument using the persuasive writing graphic organizer.
CCSS: W8.1A Students will introduce claims, acknowledge claims from alternate viewpoints, and organize reasons and evidence logically. RI 8.6 Students will determine authors' viewpoints in a text and analyze how the author responds to differing viewpoints.
- Brainstorm with students by having them think of things they would change. *At school, home, in the community, state, country, or world
- Discuss topics and potential audiences togeher.
- Have students determine their topic, position, and audience.
- Students will then complete their graphic organizer.
Tips: Have students get approval for their topics before beginning their graphic organizers. Review ethos, pathos, and logos and how they will look in a persuasive argument.
For the Student
Brainstorming and Planning
Activity:
Step 1: Choose your topic!
- What are you passionate about?
- What hot topics are people talking about today?
- What would you like to see changed around your community? Your school?
Take a look at WWW.DEBATE.ORG for some ideas.
Take a look at WWW.PROCON.ORG to research your argument.
Step 2: Determine your audience
- Who has the power to change this? Who is the person in charge? Is it a whole group of people?
Step 3: Gather your information
- Research both sides of the topic
- Find statistics for to appeal to the LOGOS
- Find endorsements to appeal to the ETHOS
- How will you appeal to the PATHOS?
Step 4: Organize all of your information!
- Complete the Persuasive Writing Graphic Organizer for your letter.
Drafting and Peer Editing
For the Teacher
Drafting and Peer Editing
Objective: Students will organize their thoughts into a formal style. Students will use their voice to explain their arugment.
CCSS: W8.1 Students will write arugments and use evidence to support claims. W8.1A, W8.1B, W8.1C, W8.1D Students will maintain a formal style.
- Students will review the sample either independently or you can go over it whole group.
- Students will write their rough draft of their persuasive letter.
- Students will peer review one anothers' work.
Tips: Go through the sample letter and peer review it together. Remind students that they want to help their classmates, so they should make corrections and grade it appropriately.
For the Student
Drafting and Peer Editing
Activity:
Step 1: Write the rough draft of your persuasive letter using the Persuasive Letter Format as a guide.
Step 2: Comment/Peer Review: Create a link to your persuasive letter here. Then, peer review two classmates' letters using the following rubric. Give honest feedback so everyone has the chance to revise and edit their work.
Watch this Google Doc Video on how to peer edit in "suggesting" mode. This is how you will peer edit your classmates' letters.
Publish and Reflect
For the Teacher
Publish and Reflect
Objective: Students will revise and edit their own writing. Then, they will reflect on the writing process.
CCSS: W8.1 Students will write arguments to support claims with revelant evidence.
- Students will look over their peer reviews.
- Students will revise and edit their own writing using the checklist.
- Students will publish their persuasive writing with a self-assessment using the same rubric.
- Students will reflect on the writing process.
Tips: Have students read their writing aloud to themselves before publishing.
For the Student
Publish and Reflect
Activity:
Step 1: Revise and Edit your persuasive letter based on your peer reviews.
Checklist
- Do you clearly identify your position?
- Do you specifically speak to your audience?
- Do you use ethos, pathos, and logos to support your position and persuade your audience?
- Do you have a clear introduction and conclusion?
Step 2: Publish! Once you have finished revising and editing, submit your final letter.
Step 3: Self-assessment
- Use the Persuasive Writing Rubric to grade yourself on your writing.
- Write a one paragraph essay explaining your writing process and how you felt about your published piece.